Serving Students with Disabilities during Periods of Remote or - - PowerPoint PPT Presentation

Serving Students with Disabilities during Periods of Remote or Blended Learning

Technical Assistance Session 1: Balancing LEA Discretion and Flexibility

Summer 2020 | Jennifer Carpenter and Kelley Scholl

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Serving Students with Disabilities during Periods of Remote or Blended Learning

Balancing LEA Discretion and Flexibility Deep Dive

Wednesday, June 17, 1:30-3 p.m. Wednesday, July 29, 1:30-3 p.m.

Ensuring Transparency and Collaboration Deep Dive

Wednesday, June 24, 1:30-3 p.m. Wednesday, Aug. 5, 1:30-3 p.m.

Developing Data- driven Supports Deep Dive

Wednesday, July 1, 1:30-3 p.m. Wednesday, Aug. 12, 1:30-3 p.m.

Series Overview

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In the first session, Balancing LEA Discretion and Flexibility, we will discuss:

• Flexible and creative approaches for delivering a wide variety of services in the

distance learning context;

• Ways to engage families in consideration of flexible options for service delivery;
• Examples of how LEAs can determine and address each family's level of access

to technology and needs for support to effectively partner in remote service delivery; and

• Possible solutions to address gaps in access or readiness to partner for service

delivery.

Technical Assistance Session Objective

Key Principles of Special Education Service Provision

LEA Discretion and Flexibility

IDEA = flexibility Partner with parents

Transparent Communication with Students and Families

Identify solutions for barriers to service delivery Document TEAM decisions and provide to families

Data-driven Efforts to Address Students’ Needs for Support

Data-driven = Student-specific Consider receipt of educational benefit

Key Principles of Special Education Service Provision

Our Focus Today: Balancing LEA Discretion and Flexibility

LEAs have the discretion to be flexible, but ….

▪ The determination of how FAPE is to be provided may need to be different in this time of unprecedented national

• emergency. (USED Supplemental

Fact Sheet, p. 2) ▪ In the absence of federal or local guidance, LEAs should establish policies and procedures consistent with IDEA

• requirements. (OSSE FAQs

(3/25/2020) (4/15/2020), p. 1) IDEA = flexibility

• Partner with parents

IDEA allows for the flexibility required to generate novel solutions. LEAs enjoy broad discretion, provided their actions are consistent with IDEA requirements.

… as always, they must partner with parents and …

▪ As a general principle. . . public agencies are encouraged to work with parents to reach mutually agreeable extensions of time, as

• appropriate. (USED Supplemental

Fact Sheet, p. 4-5) (OSSE FAQ (3/25/2020) Q8) (Emphasis added) IDEA = flexibility

• Partner with parents

Remember: Parents are truly co-teachers now.

… ensure team decisions are based on data that describe the circumstances of the individual student.

▪ IEP team meetings shall be considered on a case by case basis when a student receiving distance learning requires special considerations to equitably access the educational

• pportunities provided to all
• students. (OSSE FAQ 4/15/2020,

Q2) IDEA = flexibility

• Partner with parents

The “I” in IEP stands for

• individualized. You’ll need data to

make that happen.

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The tools we’ll discuss today are designed to collect student-level data and family input, so that continuous individualization and improvement of instruction, services and supports are possible

An IEP is an Instrument of Continuous Improvement

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Working with Families Remotely to Develop Flexible, Creative, Individualized Approaches to Service Provision

Use data to identify service provision. These data must include input from students and their families. Clearly communicate these barriers to families. Work with families to leverage existing resources to identify solutions

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Balancing LEA Discretion and Flexibility Solutions Tracker

How We’ll Share Our Specific Solutions Today

Solution 1: Use Data to Identify Barriers to Service Provision

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• The Sample Student Data Tool and User Guide allows you to collect and analyze

data regarding student engagement and progress, service delivery, and communication with families all in one place.

Solution 1: Use Data to Identify Barriers to Service Provision

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The tool is designed to combine multiple perspectives and data points into one view.

Input Forms

• Student

Communication and Input Form

• Parent

Communication and Input Form

• Educator Input Form
• Service Tracker

Student Dashboard

• Combine data from

input forms with data that is manually input

• n assessments, IEP

goals and progress, and due dates

• Displays information
• n:
• Student needs
• Progress towards

goals

• Student

engagement

• Service provision log
• Communication logs

with families, students, educator Summary Dashboard

• Populated by data

from input forms and student list

• Displays information

for all students on:

• Immediate student

needs

• Communication with

students, families, and educators

• Student

engagement

• Timeliness if IEPs

and Evaluations

Solution 1: Use Data to Identify Barriers to Service Provision

• How can you use the data collected

using the Sample Student Data Tool to help you use flexibility, creativity, and inclusion of parent voice to ensure that students with individualized education programs (IEPs) in your LEA or school are engaging in learning that supports their individual goals?

ParentsTogether Foundation Survey Results

Nationally, of children who receive special education services:

• 39% are not receiving any support at all.
• 35% are doing little or no remote learning (vs.

17% of their nondisabled peers)

• 40% report that distance learning is going

poorly (vs.19% of those without IEPs).

• 40% are concerned about their kids’ mental

health during this public health emergency (vs. 23% for those without IEPs).

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ParentsTogether Foundation Survey Results, 5/27/20

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How can you use the data collected using the Sample Student Data Tool to more productively engage families in consideration of flexible options for service delivery?

Solution 1: Use Data to Identify Barriers to Service Provision

How can the data inform how you share information with parents? How can the data inform how you collect and use information from parents? How can the data be used to help you systematize your collaboration with families?

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How can you use the Sample Student Data Tool to identify trends in families’ levels of access to technology in your LEA or school?

Solution 1: Use Data to Identify Barriers to Service Provision

PAVE Coronavirus Parent Impact Survey Results, 5/6/2020

Top Challenges for Parents by Ward

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How can you use the Sample Student Data Tool to learn what parents in your LEA or school need to effectively partner for remote instruction and/or service delivery?

Solution 1: Use Data to Identify Barriers to Service Provision

PAVE Coronavirus Parent Impact Survey Results, 5/6/2020

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How can you use the data collected using the Sample Student Data Tool to develop a tiered approach to addressing gaps in access or readiness to partner for service delivery?

Solution 1: Use Data to Identify Barriers to Service Provision

Individualized Supports Targeted Supports Universal Supports

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Let’s See What Solutions We’ve Generated So Far

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Questions

Solution 2: Clearly Communicate Barriers to Families

Solution 2: Clearly Communicate Barriers to Families

Use the Sample Service Adaptation Worksheet to guide and document IEP team decision-making around service delivery in the remote learning context.

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How can you use Sample Service Adaptation Worksheet to increase transparency and collaboration with families as you work to identify and address barriers to service delivery?

Solution 2: Clearly Communicate Barriers to Families

How can this worksheet support the transparent disclosure and documentation

• f barriers to service

delivery? How can you use this worksheet to document parent input, preferences, and service acceptance

• r refusal?

How can you use this worksheet to make the decision-making process more accessible for all members of the IEP team?

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Let’s See What We’ve Come Up With

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Questions

Solution 3: Leverage Existing Resources to Identify Solutions

Solution 3: Leverage Existing Resources to Identify Solutions

• Working with families, use the

Accommodation Adaptation Matrix to identify potential ways that students’ accommodations can be modified for the remote learning context.

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Working with families, use the Promising Practice Resource Matrix to find promising solutions shared by experts in the field.

Solution 3: Leverage Existing Resources to Identify Solutions

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How can you use the Accommodation Adaptation Matrix and the

Promising Practice Resource Matrix to guide IEP team solution-

generation and decision making?

Solution 3: Leverage Existing Resources to Identify Solutions

How can these resources help you inform parents of their students’ accommodations and services and build their knowledge of alternatives for remote settings? How can you use parent input to expand or improve these tools? How can using these resources WITH families lead to more authentic and productive collaboration?

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How Will You Use These Tools with Families?

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Questions

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Serving Students with Disabilities during Periods of Remote or Blended Learning

Balancing LEA Discretion and Flexibility Deep Dive

Wednesday, June 17, 1:30-3 p.m. Wednesday, July 29, 1:30-3 p.m.

Ensuring Transparency and Collaboration Deep Dive

Wednesday, June 24, 1:30-3 p.m. Wednesday, Aug. 5, 1:30-3 p.m.

Developing Data- driven Supports Deep Dive

Wednesday, July 1, 1:30-3 p.m. Wednesday, Aug. 12, 1:30-3 p.m.

Series Overview

CONTACT INFO

NAME: TITLE: EMAIL: PHONE:

OSSE SOCIAL MEDIA

facebook.com/ossedc twitter.com/ossedc youtube.com/DCEducation www.osse.dc.gov

DIVISION OF TEACHING & LEARNING

WEBSITE: https://osse.dc.gov/service/k-12- teaching-and-learning-resources UPCOMING PD TRAININGS: https://osse.dc.gov/events SUBSCRIBE TO TAL PD BULLETIN: http://eepurl.com/gBFkKw

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Jennifer Carpenter

Professional Development Specialist, Special Education Jennifer.Carpenter@dc.gov

(202) 716-8043